Resources/Recursos

The 2012 Amplification of the WIDA English Language Development Standards, Kindergarten-Grade 12, represented the social, instructional, and academic language students might need to engage with peers, educators, and the curriculum in schools. The 2012 Amplification included examples of how language could be processed or produced within a particular context through Model Performance Indicators (MPIs). MPIs were meant to be examples and not fixed guidelines of the language with which students may have engaged during instruction and assessment.

WIDA intends to fully retire the 2012 Amplification of the WIDA English Language Development Standards, Kindergarten-Grade 12. However, we recognize that all member SEAs have different timelines for implementation of the WIDA ELD Standards Framework, 2020 Edition. With that in mind, the 2012 Amplification will remain in the Resource Library so that educators whose SEAs are still using it may access it as needed.

This video features Carmen, an elementary teacher in Minnesota. Even though she is required to teach from a prescribed curriculum, she still engages students in building personal connections to the text by connecting to students’ home literacy experiences and their emotions. Watch Carmen work with her small group of 2nd graders prior to reading a text on the lunar landing.

WIDA Video Contest Winner

Andy Mizell plans engaging instruction that scaffolds learning for the wide range of English proficiency levels in his middle school ELL class. He begins by assessing his students and collaborating with other teachers to extend his academic language instruction across subject areas.

This comprehensive document explains the types of scores reported by ACCESS for ELLs for students in kindergarten through grade 12.

This letter, available in many languages, contains general information about ACCESS for ELLs and is meant to accompany ACCESS for ELLs score reports as an explanation for parents and guardians. It is provided in an editable format to allow districts and schools to include additional information regarding test administration dates and state policy.

Este informe brinda información sobre el nivel de desarrollo del alumno en la prueba de desempeño linguístico en inglés ACCESS for ELLs.

Envíe este volante a los hogares con los estudiantes, junto con el Informe individual del estudiante de ACCESS for ELLs. Este folleto provee información sobre cada aspecto de la puntuación incluida en el informe. Utilice esta guía en español para ayudar a los padres a comprender qué significan las puntuaciones y cómo se utilizan.

Send this flyer home with students along with the ACCESS for ELLs Individual Student Report. This flyer explains each piece of score information included in the report. Use this guide, available in several languages, to help parents understand what scores mean and how they are used.

A checklist for tracking the accommodations a student receives on ACCESS for ELLs Online.

Not sure whether a multilingual learner should take ACCESS for ELLs or WIDA Alternate ACCESS? In this webinar recording, WIDA experts walk you through the decision-making process based on examples of student characteristics. The webinar provides newfound insights and strategies that you can take back to your colleagues.

A checklist for tracking the accommodations a student receives for ACCESS for ELLs Paper.

This accessibility manual was developed to guide the selection and administration of Test Administration Considerations, Universal Tools, and Accommodations for individual English Language Learners (ELLs) in order to produce valid assessment results.

This WIDA Snapshot introduces classroom action research – when researchers and educators work together to address classroom challenges – by encouraging teachers to use their researcher voices to make meaningful contributions to the field, whether through collaborative or independent approaches.

This concept tool provides an overview of equitable, language-focused approaches to multilingual children’s transitions across programs, districts, schools and grade levels (PreK-K, K-1, 1-2 and 2-3).

See the Teaching in PreK-3 page for context.

Checklist for IEP teams to prepare for administration of Alternate ACCESS for ELLs.

This guide helps IEP teams determine if a student should take the Alternate ACCESS for ELLs assessment, or the ACCESS for ELLs (Online or Paper) with accommodations.

This document is intended to help Alternate ACCESS test administrators become familiar with features of the Alternate ACCESS assessment. One sample item is provided for each domain (Listening, Speaking, Reading, and Writing) so that test administrators can see how test items are formatted in each section. Only grade-level cluster 3-5 sample items are represented.

Envíe este volante a los hogares con los estudiantes, junto con el Informe individual del estudiante de Alternate ACCESS. Este folleto provee información sobre cada aspecto de la puntuación incluida en el informe. Utilice esta guía en español para ayudar a los padres a comprender qué significan las puntuaciones y cómo se utilizan.

The Alternate Can Do Descriptors (Alt Can Dos) are the first-ever Can Do Descriptors for multilingual learners with the most significant cognitive disabilities. The Alt Can Dos exemplify what students can do with communication and language at various stages of English language development.

The Alt Can Dos are arranged into the same grade-level clusters (K–2, 3–5, 6–8 and 9–12) as WIDA Alternate ACCESS. Within each grade-level cluster, the Alt Can Dos are organized by interpretive (listening and reading) and expressive (speaking and writing) communication modes for each WIDA ELD Standard and the five levels of English language development.

The Alternate Proficiency Level Descriptors (Alternate PLDs) are an extension of the PLDs found in the WIDA English Language Development (ELD) Standards, 2020 Edition, and describe the continuum of language development for ELs with the most significant cognitive disabilities. The Alternate PLDs are organized into five levels of English language proficiency for two communication modes: interpretive and expressive. Refer to the Glossary and Text Examples section for definitions of terms and examples of student responses. WIDA, with the help of classroom educators, created these proficiency levels to be unique to WIDA Alternate ACCESS.